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WELCOME BACK!!. WEDNESDAY. Response to Feedback. Peer Review of Logic Models. Rubric, Logic Models, DIGS, and You!. Data Inquiry Group (DIG) BSILI Presentation. Arrowhead Wednesday. Overview. Trail to here What is a DIG? What does a DIG look like? Why should you care?

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Welcome back
WELCOME BACK!!

WEDNESDAY



Peer Review of Logic Models



Data inquiry group dig bsili presentation

Data Inquiry Group (DIG)BSILI Presentation

Arrowhead

Wednesday


Overview
Overview

  • Trail to here

    • What is a DIG?

    • What does a DIG look like?

    • Why should you care?

  • Lessons and examples

  • The coming year


D ata i nquiry g roups
Data Inquiry Groups:

  • Engage in focused inquiry

  • Use that inquiry to tell the PL Hub story

  • Inform your logic model and theory of change

  • Become leaders in Data Inquiry

  • Foster data use in your hub and on your campus


3csn dig activities
3CSN DIG Activities

  • BSILI 2013 – Introduction

  • Student Success Conference

  • DIG Prep Academy

  • Reunion conference call


Objectives
Objectives

  • Create your DIG and meet

  • Identify research questions and measurable outcomes for the professional learning related to your initiative

  • Design a Research Plan (including methodology, data collection, analysis and use) for studying your initiative

  • Collect the necessary data to address the outcomes identified

  • Analyze and interpret your data – create findings

  • Use your findings to engage the larger community through presentations and other engagement activities


Dig framework
DIG Framework

  • What are you trying to understand?

    • e.g., How tutor training changes tutoring

  • Why are you asking?

    • Internal – my need to improve

    • External – whom am I intending to influence?

  • How are you going about it?

    • Strategy or technique


What are you studying
What Are You Studying

  • Research question guides everything

    • Framing the question to clearly identify level of analysis

    • Purpose informs question framing

      • Research vs. Action Research vs. Evaluation

    • Example:

      • How does the application of HoM in the classroom’s impact on student learning (classroom level average)?

      • How does the application of HoM in professional learning’s impact a teacher’s practice?


Why are you asking
Why Are You Asking

Evaluation

Research

Intended for:

Adding to the existing knowledge base

Researcher sets the agenda

Primary audience for the study:

Scientific/academic community

  • Intended for:

    • Program decision making

    • Rendering judgments

  • Stakeholders set the agenda

  • Primary audience for the study:

    • Program staff & stakeholders


Why are you asking1
Why Are You Asking

Evaluation

Research

Findings are:

Intended to be broadly applicable or generalizable

Shared at the end of the study

  • Findings are:

    • Program & context specific

    • Shared on an ongoing basis



Digs in action
DIGs In Action

  • Santa Rosa Junior College

  • Coastline Community College


Dig update questions
DIG Update Questions

  • Who are the members of your Data Inquiry Group?

  • Briefly describe the initiative related to your DIG?

  • What is the professional learning supporting that initiative?

  • What are your DIG research questions and measurable outcomes for the professional learning related to your initiative?

  • Where are you in developing your DIG research plan?

  • Where are you in your research process?

  • What challenges are you facing with your DIG?

  • What are your next steps between now and the end of fall term?


Lessons learned
Lessons Learned

  • Measurement level issues

  • Needs assessment

  • Resource scarcity

    • Time/IR person

  • DIG focus on professional learning

  • More focused support from 3CSN



Dig in to your future
DIG In To Your Future

  • Join an existing DIG

  • Start your own DIG

  • 3CSN is here to support your success


Getting started
Getting Started

  • Invite participation

    • Widely and strategically

    • Identify a leader

  • Shape the conversation

    • Identify a shared question, goal, or purpose

    • Look at the research; document your work

  • Provide support

    • Recognize effort; build respect and trust

The Carnegie Foundation for the Advancement of Teaching (2008). Faculty Inquiry in Action: Guidelines for working together to improve learning. p6


Potential outcomes
Potential Outcomes

  • Increased local knowledge about teaching, learning, and research

  • Revitalized engagement in teaching and campus innovation

  • Shared responsibility for student learning

  • Front-burner professional learning, growth and development

  • A culture of inquiry and evidence

The Carnegie Foundation for the Advancement of Teaching (2008). Faculty Inquiry in Action: Guidelines for working together to improve learning. p7


Needs assessment
Needs Assessment

  • Revisit your framework

  • Develop a plan

    • Who & What Maps

      • Campus

      • 3CSN

      • Other


Next steps
Next Steps

  • Strengthening Student Success conference post-conference session

  • DIG Prep Academy in January

  • Regular check-ins with 3CSN


After lunch
After Lunch

  • Given the activities you are planning as part of your PL Hub, what are some of the most immediate outcomes you want to see for faculty who are participating in this professional learning?

  • What questions might you ask to help you investigate whether your PL is having the impact you are hoping for?


CoPs: Speed Dating (for Dumbo)


Working session
Working Session

  • Calendar

  • Menu

  • Pulling it all together


Homework
Homework

  • Finishing touches on your logic model and theory of change

  • Read the leadership article – Which “learning tasks of leading” do you feel expert in? Which one do you feel novice in?


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